Using Libros: The Emergent Bi-literacy Development of Spanish-speaking Children  

Oleh:

Coady, Maria R. ; Moore, Cynthia

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: TESOL Journal vol. 2 (Jun. 2010), page 91-108.
Fulltext: Using Libros.pdf (209.66KB)

Isi artikel

The recent educational climate in the United States created by the No Child Left Behind Act of 2001 emphasizes assessment and accountability of all children. However, despite almost a decade of federal policies and regulations, English Language Learners (ELLs) continue to be at a disadvantage when assessed on state and federal standardized tests, especially in the area of reading performance (US DOE, 2009). This paper presents data from a multi-year home-literacy initiative, Libros de Familia, in which university-level student volunteers read and are read to by Spanish-speaking migrant farmworker children. The children who participate in the project are in pre-kindergarten through 10th grades; however, this study focuses on one subset of children in pre-kindergarten through three. The data derive from a quantitative study of seven such children and from qualitative data describing the university-level student volunteers’ perceptions and experiences of the project. We specifically sought to understand how the children became engaged in reading and how this appeared to impact their emergent literacy development. Findings show that the children demonstrate knowledge of the connection between their first (Spanish) and second (English) languages. Findings also reveal that, in addition to providing access to books and motivating children to read, literacy engagement for this population also entails relationship-building between the children and the project volunteers.

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